Health Educ finals Flashcards
1
Q
Factors which influenced the growth of patient education from the mid-1800s through the turn of the 20th century
A
- Emergence of nursing and other health professions
- Technological developments
- Emphasis on patient-caregiver relationships
- Spread of tuberculosis and other communicable diseases
- Growing of interest in the welfare of mothers and children
2
Q
The purpose of this is to increase the competence and confidence of clients for self-management and increase the responsibility and independence of clients for self-care
A
Patient Education
3
Q
The founder of modern nursing. Developed the first school of nursing.
A
Florence Nightingale
4
Q
Any type of work that needs special training or a particular skill, often one that is respected because it involves a high level of education.
A
Profession
5
Q
Is a member of a profession. They are governed by codes of ethics and profess commitment to competence, integrity and morality, altruism and the promotion of public good within their expert domain
A
Professional
6
Q
Maintain health in human through the application of the principles and procedures of evidence-based medicine and caring
A
Health Professionals
7
Q
Who is the component of the novice to expert model
A
Patricia Benner
8
Q
Identify the Novice to Expert:
- Has no professional experience
- No experience of what they are expected to perform
- “Tell me what I need to do and I’ll do it”
A
Novice
9
Q
Identify the Novice to Expert:
- Can note recurrent meaningful situational, components, but not prioritize between them
- “I have done it, so I can perform it”
- Those who can demonstrate marginally acceptable performance
- Those who have coped with enough real situations to note, or to have pointed out to them by a mentor
A
Beginner
10
Q
Identify the Novice to Expert:
- Begins to understand action in terms of long-range goals
- “I am confident that I can do it”
- Has done the job on the same of similar unit fortwo or three years
- Nurse see her actions in terms of long range plans which she is consciously aware
- can plan analytically and contemplates on problems at hand
A
Component
11
Q
Identify the Novice to Expert:
- Perceives situations as whole, rather than in terms of aspects
- “Given this situation, the best action is”
- Perceives the situation as a whole rather than in terms of chunk of task or activities to be done
- Performance is guided by principles
A
Proficient
12
Q
Identify the Novice to Expert:
- Has intuitive grasp of the situation and zeroes in on the accurate region of the problem
- “This is how this is supposed to be done because it felt right;it looked good”
- Has enormous background of experience with an intuitive grasp of each situation
- Focuses on the core of the problem in the most allowable time and resources
A
Expert
13
Q
Identify the roles and responsibility of a professional nurse:
Directly render safe and nurturing interventions and therapeutics to clients in any setting
A
Health care provider
14
Q
Identify the roles and responsibility of a professional nurse:
Provide health teaching in promoting health and preventing disease
A
Teacher
15
Q
Identify the roles and responsibility of a professional nurse:
Give ample time to listen and provide guidance and counseling
A
Counselor
16
Q
Identify the roles and responsibility of a professional nurse:
Initiate means to modify the system both internal and external to facilitate healing of clients
A
Change agent
17
Q
Identify the roles and responsibility of a professional nurse:
One who acts in behalf of the client
A
Patient’s Advocate
18
Q
Identify the roles and responsibility of a professional nurse:
Utilizes the functions of management in caring for a group of clients
A
Unit Manager
19
Q
Identify the Expanded roles of a nurse:
Conduct studies in order to improve knowledge in the practice of nursing
A
Researcher
20
Q
Identify the Expanded roles of a nurse:
Completed a master’s degree program of specialty and has considerable clinical expertise in that specialty
A
Nurse Specialist
21
Q
Identify the Expanded roles of a nurse:
Completed either a certificate program or a master’s degree in a specialty and is also certified by the appropriate specialty organization
- Skilled in making nurse process and in treating minor self-limiting illness
A
Nurse Practitioner
22
Q
— A person shall be deemed to be practicing nursing
within the meaning of this Act when he/she singly or in
collaboration with another, initiates and performs
nursing services to individuals, families and
communities in any health care setting. It includes, but
not limited to, nursing care during conception, labor,
delivery, infancy, childhood, toddler, pre-school, school
age, adolescence, adulthood and old age. As
independent practitioners, nurses are primarily
responsible for the promotion of health and prevention
of illness. As members of the health team, nurses shall
collaborate with other health care providers for the
curative, preventive, and rehabilitative aspects of care,
restoration of health, alleviation of suffering, and when
recovery is not possible, towards a peaceful death
A
RA 9173, Article 6, Section 28
23
Q
Aims of Nursing
A
- To promote health
- To prevent illness
- To restore health
- To facilitate coping with disability or death
24
Q
The range of personal, social, economic and environmental factors which determine the health status of individuals or populations
A
Determinants of Health
25
Is the process of enabling people to increase control over, and to improve their health
Health promotion
26
Comprises of consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health
Health Education
27
Represents the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health
Health literacy
28
Any activity undertaken by an individual, regardless of actual or perceived health status, for the purpose of promoting, protecting or maintaining health, whether, or not such behavior is objectively effective towards that end
Health behavior
29
Behaviors associated with increased susceptibility to a specific cause of ill-health
Risk behavior
30
Social, economic or biological status, behaviors or environments which are associated with or cause increased susceptibility to a specific disease, ill health, or injury
Risk factors
31
A description and/or measurement of the health of an individual or population at a particular point in time against identifiable standards, usually by reference to health indicators
Health status
32
A change in the health status of an individual, group or population which is attributable to a planned intervention or series of interventions, regardless of whether such an intervention was intended to change health status
Health Outcome
33
Equity means fairness. Equity in health means that people's needs guide the distribution of opportunities for well-being
Equity in health
34
Identify the Orientation of Learning:
Purpose of learning is the produce behavioral change in desired direction
Behaviorist
35
Identify the Orientation of Learning:
To develop capacity and skills to learn better
Cognitivist
36
Identify the Orientation of Learning:
To become self-actualized, mature, autonomous
Humanist
37
Identify the Orientation of Learning:
To learn new roles and behaviors
Social Cognitive
38
Identify the Orientation of Learning:
To construct knowledge
Constructivist
39
Coherent framework of integrated constructs and principles that describe, explain or predict how people learn
Learning Theory
40
- Stimulus - response Theory (THORNDIKE)
- Conditioned Response (PAVLOV)
- Operant Conditioning (SKINNER)
Behaviorism theories
41
Using animals in controlled experiments, Thorndike noted that through repeated trail-and-error learning
Thorndike's S-R theory of learning Connectionism
42
Identify the three laws of learning:
States that learners will acquire and remember responses that lead to satisfying aftereffects
Law of Effect
43
Identify the three laws of learning:
Asserts that the repetition of a meaningful connection results in substantial learning
Law of Exercise
44
Identify the three laws of learning:
Notes that if the organism is ready for the connection. learning is enhanced, and if it is not, learning is inhibited
Law of Readiness
45
- Also termed association learning, classical conditioning, pavlovian conditioning
- Emphasizes the importance of stimulus conditions and the association formed in the learning process
Respondent Conditioning
46
Tendency of initial learning experience to be easily applied to other similar stimuli
Stimulus Generalization
47
With more varied experiences, individuals learn to differentiate among similar stimuli
Discrimination Learning
48
A response may appear to be extinguished, it may recover and reappear at any time
Spontaneous Recovery
49
Focuses on the behavior of the organism and reinforcement that occurs after the response
Operant Conditioning
50
Identify the method of increasing probability of response:
Application of a pleasant stimulus
Positive Reinforcement
51
Identify the method of increasing probability of response:
A pleasant stimulus is applied following an organism's response
Reward Conditioning
52
Identify the method of increasing probability of response:
Removal of an aversive or unpleasant stimulus
Negative reinforcement
53
Identify the method of increasing probability of response:
As an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease
Escape conditioning
54
Identify the method of increasing probability of response:
An aversive stimulus is anticipated by the organism, which makes a response to avoid the unpleasant event
Avoidance conditioning
55
Identify the method of decreasing the probability of response:
An organism's conditioned response is not followed by any kind of reinforcement
Nonreinforcement
56
Identify the method of increasing probability of response:
Following a response, an aversive stimulus is applied that the organism cannot escape or avoid
Punishment
57
Mental processes involved in thinking, perceiving, problem solving and remembering. Thinking and reasoning play a major part in how people learn
Cognitive Theories of Learning
58
Emphasizes to view the whole rather than looking at small parts that make up the whole
Gestalt learning
59
A cognitive perspective that emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, and memory functioning
Information processing
60
Psychological organization is directed toward simplicity, equilibrium, and regularity
Principles in Gestalt learning
61
Information processing model of memory
Stage 1 Attention (External Processes)
Stage 2 Processing (Internal Processes)
Stag 3 Memory Storage (Internal Processes)
Stage 4 Action (External Processes)
62
Is a particularly helpful for assessing problems in acquiring, remembering, and recalling information
The information-processing perspective
63
Focused on people's potential, believing that humans strive to reach the possible level of achievement
Humanistic Learning
64
Maslow's hierarchy of needs
65
The art and science of helping adults learn
Andragogy
66
Learning is largely an information processing activity in which information about the structure of behavior and about environmental events is transformed into symbolic representations that serves as guides for actions
Bandura's Social Cognitive Theory
67
Basically, a stance that maintains that learning is a process of constructing meaning; it is how people make sense of their experience
Constructivism
68
Emphasized the significance of language, social interaction, and adult guidance in the learning process
Lev Vygotsky's Sociocultural Theory
69
One of the most widely used conceptual
frameworks in health behavior research, both to
explain change and maintenance of health-
related behaviors and as a guiding framework
for health behavior interventions.
The Health Belied Model
70
Uses stages of
change to integrate processes and principles of
change across major theories of intervention
The Transtheoretical Model
71
Stages of Change of Transtheoretical Model
1. Precontemplation
2. Contemplation
3. Preparation
4. Action
5. Maintenance
6. Termination
72
A set of processes associated with practice or experience leading to realtively permanent changes in the capability for movement
Motor Learning
73
Stages of Motor learning
Fitts and Posner's three-stage sequential model of motor learning
1. Cognitive stage
2. Associative stage
3. Autonomous stage
74
Serves as a signal to the individual that learning has occurred and thereby acts as feedback for learners
Reinforcement
75
A systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning
Education Process
76
Identify the Role of a nurse as a health educator:
The goal of the nurse as educator, it to promote health
Facilitator of change
77
Identify the Role of a nurse as a health educator:
Informal or formal contracts can delineate and promote learning objectives
Contractor
78
Needs to be as specific as possible and include the who, what, when, where, and how of the learning process
Plan of action
79
79
Identify the Role of a nurse as a health educator:
Organization of the learning situation, including manipulation of materials and space, sequential organization of content from simple to complex and determining priority of subject matter
Organizer
80
Identify the Role of a nurse as a health educator:
Evaluative processes are an integral part of all learning
Evaluator
81
A gap between what the learner knows and what the learner needs or wants to know. This gap between a desired level of performance and the actual level of performance may arise because of a lack of knowledge, attitude, or skill
Learning Need
82
Sources of information about the health problems of population are:
Epidemiologic reports
Community needs assessment reports
Health statistics
Incident Reports
Health Problems
83
Factors that indicate the likelihood of his or her desire to take preventive actions
Motivation
84
The time the learner demonstrates the interest in learning the information necessary to maintain optimal health or to become skillful in a jo
Readiness to learn
85
PEEK
Physical readiness
Emotional Readiness
Experiental Readiness
Knowledge Readiness
86
PEEK examples
⮚ P = PHYSICAL
READINESS
* Measures of ability
* Complexity of task
* Environment effects
* Health status
* Gender
⮚ E = EMOTIONAL
READINESS
* Anxiety level
* Support system
* Risk-taking behavior
* Frame of mind
* Developmental stage
⮚ E = EXPERIENTAL
READINESS
* level of aspiration
* Past coping mechanism
* Cultural background
* Locus of control
* Orientation
⮚ K = KNOWLEDGE
READINESS
* Present knowledge base
* Cognitive ability
* Learning disabilities
* Learning styles
87
True or false:
Women are more receptive to medical care and take fewer risk to their health
True
88
True of False:
Men are more receptive to health care interventions and more likely to be risk takers
Men are less receptive to health care interventions and more likely to be risk takers
89
Affects health behavior, so as the teaching learning process
Culture
90
May predict likelihood to seek for treatment earlier in the disease process. Affects the nurses in terms of providing information at an appropriate level - basic or in great medical detail
Educational Level
91
Differences in available energy and comfort level of health, acutely and chronically ill clients affects their readiness to learn
Health Status
92
Affects the information being ability to make use of taught rather than the learning process itself. Information is learned but not able to change behaviors due to lack of resources
Socio-Economic Status
93
Determines the learners' cognitive, affective, and psychomotor ability to learn. The teaching strategies must suit the maturational levels of the learners across the lifespan
Age and Developmental
94
Ways individuals process information
Learning Style
95
Children with a tendency to display this type of intelligence have highly developed auditory skills and think in words
Linguistic intelligence
96
Children who are strong in the intelligence explore patterns, categories, and relationships
Logical-mathematical intelligence
97
Children with high spatial intelligence learn by images and pictures
Spatial intelligence
98
Musically intelligent children can be found singing a tune, indicating when a note is off key
Musical intelligence
99
Children with this type of intelligence learn by processing knowledge through bodily sensations
Bodily- kinesthetic intelligence
100
Children with high interpersonal intelligence understand people, notice others' feelings, tend to have many friends, and are gifted in social skills
Interpersonal intelligence
101
Children with this type of intelligence have strong personalities prefer the inner world of feelings and ideas, and like being alone
Intrapersonal intelligence
102
Children with high naturalistic intelligence can distinguish and categorize objects or phenomena in nature
Naturalistic intelligence
103
Focuses on persons preference for taking in and putting out information
VARK Learning Styles
104
Like
graphical
representations such as
flowcharts with step-by-
step directions
Visual learners
105
Enjoy
listening to lectures,
often need directions
read aloud, and prefer to
discuss topics and form
study groups.
Aural learners
106
Like the written word, as
evidenced by reading or
writing, with references
to additional sources of
information.
Read/write learners
107
Enjoy doing hands-on
activities, such as role
play and return
demonstration
Kinesthetic learners
108
Is a useful paradigm originally developed to assist nurses to organize and carry out the education process
ASSURE Model
109
ASSURE MODEL
Analyze the learner
State the objectives
Select the instructional methods and materials
Use the instructional methods and materials
Require learner performance
Evaluate the teaching plan and revise as necessary
110
describe what the learner is
expected to be able to do to demonstrate
kinds of behavior the teacher will accept as
evidence that objectives have been achieved
Performance
111
describes the situation under
which the behavior will be observed or the
performance will be expected to occur
Condition
112
describes how well, with what
accuracy or within what time frame the
learner must be able to perform the behavior
so as to be competent
Criterion
113
ABCD - an easy way to remember the four elements that should be in a behavioral objective
Audience, Behavior, Condition, Degree
114
- Known as the thinking domain
- Learning in this domain involves acquiring information and addressing the development of the learner's intellectual abilities, mental capacities, understanding, and thinking processes
- Objectives in this domain are divided into six levels
Knowledge, comprehension, application, analysis, synthesis, evaluation
- Lecture, group discussion, one-to-one instruction, and self-instruction activities, such as computer assisted instruction. Verbal, written, and visual tools
Cognitive Domain
115
- Known as the feeling domain
- Learning in this domain involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, and appreciations
- is divided into categories that specify the degree of a person's depth of emotional responses to tasks
Receiving, Responding, Valuing, Organizing, Characterizing
- Developing values, exploring attitudes, interests, and feelings
- Role model, role play, stimulation, gaming, questioning, case studies, and group discussion sessions
Affective Domain
116
Includes personal perceptions of one's own self, such as self-concept, self-awareness, and self-acceptance
Intrapersonal level
117
Includes the perspective of self in relation to other individuals
Interpersonal level
118
Involves the perception of others as established groups
Extrapersonal level
119
- known as the skills domain
- learning in this domain involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure
- divided into seven levels, from simple to complex
Perception, set, guided response, mechanism, complex overt response, adaptation, origination
- DVDs, audiotapes, CDs, models, diagrams, posters
Psychomotor domain
120
SMART
Specific
Measurable
Achievable
Realistic
Timely
121
A blueprint to achieve the goal and the objectives that have been developed
Teaching Plan
122
The art and science of helping children to learn
Pedagogy
123
The art and science of teaching adults
Andragogy
124
The study of self-determined learning
Heutagogy
125
The teaching of older persons
Geragogy
126
- Birth to 3 years
- Cognitive stage: Sensorimotor
- Autonomy vs Shame and Doubt
- allow play and manipulation of objects
Infancy-Toddlerhood
127
- 3-5
- Cognitive stage: Preoperational
- Initiative vs guilt
- welcome active involvement
Early Childhood
128
- 6-11 years
- cognitive stage: concrete operations
- Industry vs. Inferiority
- Use logical explanation
Middle and Late childhood
129
- 12-19 years
- Formal operations
- Identity vs. role confusion
- 1:1 teaching without parents present
Adolescence
130
- 20-40 years
- formal operations
- intimacy vs. isolation
- recognize social role
- organize material
Young Adulthood
131
- 41-64 years
- Formal operations
- generativity vs. self-absorption and stagnation
- at peak in career
Middle-aged adulthood
132
- 65 years and over
- formal operations
- ego integrity vs. despair
- cognitive changes and psychosocial changes
Older Adulthood
133
Is the way information is taught that brings the learner into contact with what is to be learned
Teaching Methods
134
Objects or vehicles by which information is being communicated. Tools and aids used to transmit information and to enhance teaching and learning. Tools to deliver education messages creatively, clearly, accurately and in a timely manner
Instructional Materials
135
The way information is taught that brings the learner into contact with what is to be learned
Teaching Methods
136
Both software and hardware used in presenting information
- powerpoint slides
-
Delivery System
137
Intended message. Independent of the delivery system and is the actual information being communicated to the learner
Content
138
The form of the message
Occurs along a continuum from concrete to abstract
Presentation
139
The condition of being real
- most concrete form of stimuli that can be used to deliver information
ex demonstration
Realia
140
- Less concrete, more abstract form of stimuli to deliver a message
ex photographs, real-life drawings
Illusionary Representation
141
-Most Abstract type of messages, most common form of instructional material
Ex. Numbers, letters
Symbolic Representation
142
- Most widely used and most accessible type of tools for teaching and learning
- leaflets, books, pamphlets, brochures, instructional sheets
- frozen language
Written materials
143
- Include many types of visuals, hands-on media
- Stimulate visual senses but can combine the sense of sight with touch and sometimes even smell and taste
Demonstration materials
144
Three-dimensional objects that allow learner to immediately apply knowledge and psychomotor skills by observing, examining, manipulating, handling assembling and disassembling while the educator provides feedback
Models
145
Exact copy constructed to scale that resembles the features or substance of the original object. Its dimension may be decreased or enlarged to make demonstration easier and more understandable
Replicas
146
Have the same properties and performs like the real objects
Effective in explaining and representing dynamic systems.
- sophisticated human patient simulator
Analogues
147
Used frequently in teaching situations. Convery messages to the receiver through visual images or association
Symbols
148
Two-dimensional objects that serve as useful tools for a variety of teaching purposes
ex whiteboards, flip charts, smart boards, story boards
Displays
149
A type of display material, commonly utilized to communicate health information. Are hybrids of print and visual media, use the written word together with graphic illustrations
Posters
150
Support and enrich the education process by stimulating the senses. of seeing and hearing, adding variety to the teaching-learning experience, and instilling visual memories
Audiovisual Materials
151
Use of two or more types of learning modes that can be accessed via computer to engage the learner in the content
Multimedia Learning
152
Combines e-learning technology with more traditional instructor-led teaching methods, such as a lecture or demonstration
Blended Learning
153
Appropriate for audience of various
Ex overheard transparencies, powerpoint slides
SMART Board systems and other computer outputs that are projected into a screen
Projected Learning Resources
154
Cds, digital sound players, radio and podcasts have become popular tools for teaching and learning
Audio Learning Resources
155
Used for teaching in a variety settings.
Ex. Digital video files, DVD, camcorders, DVD recorders, television sets, computer monitors
Video learning resources
156
Are means by which information can be transmitted via television, telephone, related modes of audio and video teleconferencing
Telecommunications Learning Resources
157
Computer-assisted instruction has been used for education in healthcare settings
Computer Learning Resources
158
The gap between those who have access to online health information and those who do not
Digital Health divide
159
Who is the component for the Theory of human caring
Watson
160
Who is the component for the Transcultural care theory
Leininger and McFarland
161
Who is the proponent of the Novice to Expert model
Benner
162
Who is the component for the theory of caring
Swanson
163
Focuses on the study and analysis of different cultures and subcultures with respect to cultural care, health beliefs, and health practices
Transcultural theory
164
States that an individual's behavior is predicated by his or her behavioral intentions
Theory of Planned Behavior
165
Perceived likelihood of performing behavior
Behavioral intention
166
Personal evaluation of the behavior
Attitude
167
Beliefs about whether key people approve or disapprove of the behavior
Subjective norm
168
Belief that one has, and can exercise control over performing the behavior
Perceived behavioral control
169
Bandura posits that individuals learn from their interactions and observations
Social Cognitive Theory
170
A person ’ s expectations, beliefs, self - perceptions, goals, and
intentions shape and direct behavior
Personal factors
171
Human expectations, beliefs, and cognitive competencies are
developed and modified by social influences and physical structures within the
environment.
Environmental factors
172
A person ’ s behavior will determine the aspects of the person ’ s
environment to which the person is exposed, and behavior is, in turn, modified by that
environment
Behavioral Factors
173
Adresses how new ideas, concepts, or practices can spread within a community or society or from one society to another
Diffusion of innovation theory Everett Rogers
